Due to the coronavirus pandemic, children all over the world face unprecedented challenges. In some countries, schools have been closed, with many children continuing their education via online lessons. However, in some countries, children’s access to education has been greatly impacted and limited during this time.
As schools around the world gradually welcome back students, the Philippines has decided to keep schools shuttered for another year as the country struggles to control spiking COVID cases. Rights advocates warn millions of children without internet access are missing out on an education. The Philippines is among 17 countries where schools have been closed for the entirety of the pandemic, according to a report last week by the United Nations children’s agency UNICEF, highlighting what it called “18 months of lost learning”.
The Department of Education (DepEd), however, was firm in saying that Education must continue. Hence, schools continued their operations utilizing blended learning and modular means. Students were restricted at their homes accomplishing their modules for those unable to connect to the internet. Others maintained the blended learning platform.
Recently, President Rodrigo Duterte vetoed a proposal to try out in-person classes in low-risk areas, over fears that children who are not eligible for vaccination could infect parents and older family members. The government’s decision was met with protests from teachers and children’s rights groups, who said that the prolonged school closures will have long-term consequences on children’s education and development (www.inquirer.com)
In addition, children have different experiences with crisis situations. Every child has different feelings and reactions. It is important to recognize these differences and not assume that every child copes the same way. The experience of children is influenced by their age, level of development, social environment, as well as by the stable, sufficient support received during the days of isolation.
In a statement, the Child Rights Network, a coalition of children’s rights advocates, said the quality of education in the Philippines brought about by school closures is a “learning and child development catastrophe” waiting to happen.
In a press release, The National Economic Development Authority (NEDA) estimated that prolonged school closures could result in an estimated productivity loss in the Philippines equivalent to P187 billion over the next 40 years, corresponding to an individual’s life span in the labor force (www.neda.gov.ph)
“Long-term consequences are severe when schools are closed for long periods. There is a higher risk for child labor and teen pregnancy. The benefits of keeping schools open far outweigh the anticipated negative impact,” UNICEF education specialist Teresita Felipe was quoted as saying. Further, according to a UNICEF study, more than 80% of parents said their children show slower learning improvement when studying from home.
Children’s ability to read, write and do basic mathematics suffer, and the skills they need to thrive in the 21st century economy have been diminished. The longer children are out of school, the less likely they are to return. Out-of-school children are more vulnerable to early marriage, teenage pregnancy and child labor. As such, their physical and mental health, development, safety and well-being are at risk. More screen time and time spent online has increased the risks of online violence and abuse.
Without the safety net that schools often provide, they are more vulnerable to abuse, gender-based violence including sexual exploitation and child marriage, and child labor that they may experience at home, especially in the stressful context of the pandemic. Children miss out on the mental health, psychosocial support, and health and nutrition services offered by schools.
With the approval of resumption of face-to-face classes in areas deemed low risk for COVID-19, with up to 120 schools to join a two-month pilot reopening run, the challenge is again left to the teachers who are the frontliners at this time. Another shift of strategy has to be imposed as deemed necessary based on the situations in the different regions. Through the face to face platform will help lessen the work load of parents who have been their teachers and guides in this almost two years of the pandemic.
The lack of in-person interaction with peers tremendously impacts children’s emotional and cognitive development. The missed opportunity for immediate teacher-learner interaction on the lessons delays competency development of the learner and has serious impact on quality learning.
Education Secretary Leonor Briones said face-to-face learning will be limited to 3-4 hours per session, with consent from parents and guardians required. Education groups said the approval of the pilot run was a “significant step towards improving the delivery of education” in the middle of the health crisis. The run will happen at a time when the country is dealing with a fresh surge of infections driven by the highly transmissible Delta variant.
DepEd said that the run’s operational guidelines were prepared together with the Department of Health (DOH) and with the support of the World Health Organization, the United Nations Children’s Fund, and other organizations specializing in children’s health.
UNICEF is working closely with the Department of Education and Department of Health to support the planning and preparation for safe in-person learning, beginning with the pilot schools.
While our learners are excited for the reopening soon of face to face classes, their safety is still the utmost concern of their parents. The increasing number of fully vaccinated adults and learners however will help ensure that the back to school face to face classes will be a success. A popular saying says “it takes a village to educate a child”. At this time of emergencies in education, indeed, we need the help of everyone in making sure that the health of our learners will not be sacrificed. **By Jovelyn Petra T. Balantin
